A Leader for Diversity: Martin Luther King, Jr.
An Honors Thesis (HONRS 499)
by
Susana Andrews
Thesis Advisor:
Dr. Ron Morris
Ball State University
Muncie, IN
December 2006
Graduation Date: Dec. 17, 2006
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Abstract
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The United States of America has had many great heroes that have
inspired Americans to change for the better. One of these great leaders is
Dr. Martin Luther King, Jr. King forced Americans to think about the issue
of race relations in the United States. Through his leadership and example,
King was able to inspire many people to peacefully protest to change some
of the corrupt laws in our country. During a time when many wanted to
resort to violence, King stayed firm in his belief oflove can conquer all.
Following the teachings of Mahatma Gandhi, King was able to change some
of the segregation laws without violence. He was honored for his work by
receiving the Nobel Peace Prize in 1964. A few years later he lost his life,
yet he wil1 not be forgotten by Americans for generations to come. In order
to help fulfill his dream of one day having children of all colors and races
playing together, I decided to create a quilt of his life. 1 have used the quilt
and plan to continue to use the quilt to teach my sfudents about the life and
work of Martin Luther King, Jr. Hopefully by educating others, prejudice
may completely disappear from the United States.
Acknowledgements
First, I would like to thank my advisor, Dr. Ron Morris. Dr. Morris
offered some great suggestions for my lesson plans that accompanied the
quilt. He made sure that I had my students wrestle with the controversial
issues surrounding Dr. Martin Luther King, Jr. I appreciate the advice and
the time that he dedicated to my project.
Next, I would like to thank Mrs. Larkey and her second grade class at
Aboite Elementary School in Fort Wayne, Indiana. Mrs. Larkey assisted me
in teaching my lessons on Martin Luther King. She also gave me
encouragement throughout the semester on my quilt. The second graders
did a wonderful job of learning about Dr. Martin Luther King, Jr.
I also would like to acknowledge my friend, Abbey Malloy. She
taught me how to use the sewing machine which made putting the squares of
my quilt together a lot easier.
Finally, I would like to thankmy family for their encouragement the
Jast six months as I worked on my quilt. I appreciate my siblings' interest in
my project. They made my trips to the fabric store more fun. They also
kept me company when I spent my weekends sewing.
The Quilt
For my quilt on Martin Luther King Jr., I chose to make twenty
squares. There were many events that happened in King's life; therefore I
felt that I needed quite a few squares. I, however, did not want to make the
squares too small, so I limited my squares to twenty. I chose to make my
squares 8.5 by 11 inches because I felt that was a good size to include
enough details about Martin Luther King. I decided to have four squares per
row, and five rows altogether. I felt that this would make my quilt a good
size for all to see.
The background of the quilt is striped red and white. I wanted the
background to look like an American flag since Martin Luther King was a
great American leader. I believe that the quilt gives the effect that I wanted
by having the American flag background. I chose a navy blue for the back
of the quilt to complete the red, white, and blue that the United States flag
possesses.
Choosing which events to include in the twenty squares was a hard
task. Martin Luther King participated in many activities and was known for
many events. To limit my squares to twenty, I decided to not include any
squares of his childhood. I did inform my students of some of Martin Luther
King's childhood when I taught my lessons. I felt the students would be
interested in learning about his childhood. King's childhood shows why he
ended up a leader as an adult.
Once I decided to just focus on King's adulthood, it was easier to
choose which events I should include. I knew that I would need King as a
pastor to begin his adulthood and King's funeral to end the quilt. Then I
chose some of the most important events that King is remembered for such
as winning the Nobel Peace Prize, leading the Montgomery bus boycott,
leading sit-ins and protest marches, and making speeches. I made sure to put
the squares in the order of his life by having them go across the first row,
then the second, then the third, the fourth, and finally the fifth row.
Square 1
This first square starts when Martin Luther King's preaching career
began. King is shown at the pulpit of his church waving at his parishioners.
I chose this square because I wanted to start with the beginning of his adult
life. I wanted my students to learn that Martin Luther King, Jr. was a
preacher and leader of his church just as his father and grandfather were too.
Because of his great leadership qualities, Martin Luther King was elected the
head of the Montgomery Improvement Association.
When Rosa Parks was arrested for refusing to give up her seat to a
white man on the city bus, the Montgomery Improvement Association
decided to lead a bus boycott of the city's buses. King was then put in
charge ofleading the bus boycott in Montgomery, Alabama. As the leader,
King made motivational speeches at his church to encourage the African
American community to stop riding the buses until they could sit any where
on the bus. Therefore, King is seen in this square at his pulpit making one of
his speeches.
Square 2
The second square shows how the African American community
bonded together to bus boycott for 385 days. In the square, there is a bus
seen driving by in the background. There are no passengers on the bus, just
a bus driver. There is seen a woman walking to work on the square. There
is also seen a car with many passengers since the African American
community organized a car pool for those people who did not own cars.
I chose this event for the second square of the quilt because I was
amazed to learn how the African American community worked together to
avoid riding the city's buses for over a year. King and his other leaders were
able to motivate the black people who had cars to volunteer hours when they
would be willing to drive their fellow community members to work, school,
church, or the store. There were also many black community members who
chose to walk the distance to work rather than take the bus. I feel that it is
important for students to learn how people are able to work together
peacefully to make changes in their communities.
Square 3
In the third square, Dr. Martin Luther King, Jr. is seen making a
speech at his church during the bus boycott. King is at the pulpit
encouraging his community members to car pool or walk to work. He was
able to motivate the African American community to avoid the buses for 385
days. At some points in the bus boycott, people would become discourage
and want to quit the bus boycott. Yet, King was determined that they would
change the law if they were persistent with the boycott.
In making the quilt, I made sure to choose different shades of skin
color. I wanted to make sure that I represented the diverse spectrum of skin
colors. Also, I included a white person within the African Americans to
show that there were some white people that supported the boycott. Yet, it
took a lot of persuasion from Martin Luther King to receive support from the
white community's church leaders.
Square 4
In the fourth square of the quilt, Martin Luther King is seen being
atTested by two police officers. King was often arrested when he led
protests. There were many instances when King spent a brief period of time
in jail. For his involvement in leading the bus boycott, King was arrested for
speeding when he was driving a car pool of people. Arresting the leader of
the Montgomery bus boycott, however, did not stop the people from
boycotting.
I included this quilt square to show the students that protesting can
lead to some time in jaiL Yet, King believed that it was an injustice to not
be able to sit anywhere on a public bus and felt that he had to do something
to stop that problem. Therefore, it is important for students to learn that they
should stand up for what they believe in and change injustices.
Square 5
In this square, Martin Luther King is seen riding a bus after the law
was changed in Montgomery so that black people could sit anywhere on the
bus and did not have to give up their seats to a white passenger. It took over
a year of boycotting, but Martin Luther King and his community was able to
change the unjust law. I included this square to show the students that it is
possible to change laws. If students see any injustices in their community,
they too may peacefully be able to change those injustices.
Square 6
In this square of the quilt, Martin Luther King is seen in the nation's
capital addressing a crowd of people. King was invited to speak at the
Prayer Pilgrimage in Washington D.C. The Prayer Pilgrimage opened the
eyes of many Americans. The Prayer Pilgrimage was shown on national
TV. It was one of the first times that white Americans were able to see a
large number of African Americans peacefully assemble to pray for changes
in the segregation that was dividing the races in the United States.
I felt that this was an important event to include in the quilt, since it
was one of the first times that King was seen nationally. King had grown in
importance due to his successful leadership in the Montgomery bus boycott.
He was then able to pray and motivate black Americans all across America
to peacefully protest for equal rights. I felt that it is important for students to
learn how King was known nationally and was able to motivate people to
protest nonviolently.
Square 7
In this square, Martin Luther King is participating in one of the sit-ins
at a restaurant. King was tired of not being able to eat with his white friends
at white restaurants. He felt that he should be allowed to eat at any
restaurant. Therefore, he helped organize and participate in sit-ins at white
restaurants in the south. He was even arrested again for participating in
these sit-ins.
It is important to include the sit-ins, so that students learn about more
of the injustices that were occurring in America during that time period.
Students should realize that at one point in American history, black and
white people had separate restaurants, schools,churches, bathrooms, and
even water fountains. This square of the quilt lets students reflect on how
they would feel if they could not eat at any restaurant that they wanted to or
had to go to a school that had less money to spend on supplies.
Square 8
In this square, Martin Luther King is seen leading a protest down a
neighborhood street. King organized and led many protests in his lifetime.
In each protest, he stressed to the protesters to be nonviolent, even if police
officers or angry citizens attacked them. He believed in Gandhi's example
of peaceful protests. He was going to change the unjust laws through love,
not hate.
This square is important to include in my quilt because it shows how
King was able to organize people to walk down the streets of their city
peacefully to bring to people's attention the injustices that were occurring in
the city and nation. Students need to realize how important it was for black
people in America to stand up for their rights. They need to learn how
prejudice can hurt people and should be stopped.
Square 9
In this quilt square, Dr. Mmtin Luther King, Jr. is seen in a jail celL
King was arrested many times during his life. White community members
thought that if they arrested the leader of the protests, then the black
community would return to normaL However, every time King was
arrested, his community members would raise the necessary funds to pay his
bail from jail. King was a very important leader to his community. They
would continue to protest even when their greatest leader was arrested.
This square was included on my quilt to teach students that standing
up for what you believe in can be a hard thing to do. Yet, having
community members working together for change can be a very rewarding
experience. Students will learn that King used his time in jail to 'Vvrite to
other community leaders to have them motivate others for the cause.
Square 10
In this square of the quilt, some protesters are being sprayed with fire
hoses by some police officers. I included this quilt square so that students
will learn of the dangers that the protesters endured. Besides fire hoses,
there were also police dogs and officers with clubs that would beat
protesters. It was amazing that most of the protesters would surrender to the
cruel treatment. They would not fight back with violence. King was an
inspirational speaker motivating his protesters to fight the violence with
peace. His ability to keep his people from fighting back won many people to
his cause when they saw TV images of the officers attacking peaceful
protesters.
Square 11
Seen in this square is the Children's Crusade. When many of the
black adults were arrested for protesting, they sent their children out to
protest too. The children were arrested for truancy from school. The jails
were so crowded that the children had to be kept in school gyms until their
parents could get them. The black community wanted to show the white
community that the whole black community wanted the segregation to end,
including the children. They would all unite to bring changes to the
community.
I felt that this was an important event to include in the quilt because it
can show my students that even children can make a difference in their
community. Children can help the adults in their community and can stand
up for what they believe. It takes teamwork to change the laws in our
country, but when people work together unjust laws can be changed.
Square 12
In this square, Martin Luther King is leading another peaceful protest,
this time in Washington D.C. The protesters wanted equal rights. They
wanted better pay at their jobs. They wanted their children to be able to go
to the same schools as white children. They wanted all the segregation in
the country to end. King was influential in motivating the nation to listen to
the protesters and to move towards equal rights for all people.
This quilt square was included to show students that Martin Luther
King organized many peaceful protests. These protests took place in
different places in the country. He is especially famous for the protest in
Washington D.C. due to his J Havea Dream speech. He was an excellent
role model for protesting without violence.
Square 13
In this square, Martin Luther King is in Washington D.C. addressing a
crowd of protesters. This is a representation of Martin Luther King's
famous I Have a Dream speech. During discussing this quilt square with
students, part of his famous speech can be shared with the students. Then
students will be able to hear what a great motivator and speaker Martin
Luther King was. Students will be able to reflect on some of King's most
powerful words.
Square 14
Yet again Martin Luther King is pictured in jail. This time he is seen
with another civil right's leader. The two of them are busy writing letters to
church leaders all over their city. They wanted to motivate the white church
leaders to involve their congregations in the civil right's movement. By
writing letters, King was able to use his time in jail to still motivate others to
protest peacefully.
Students will learn how important it is to involve the whole
community in making changes for the better. Even when in prison, King
was still trying to make a difference. He was still able to motivate others to
protest for equal rights. Students will learn how hard King worked for equal
rights for all people.
Square 15
In this square of the Martin Luther King quilt, King is seen receiving
the Nobel Peace Prize. Students will learn what the Nobel Peace Prize is
and why Dr. King won the prize. They will realize that people all over the
world admired Martin Luther King for his ability to motivate people to
protest nonviolently. Sometimes people are given recognition when they
work hard to bring change for the better of the community. Hopefully
students will be motivated to make their community better too.
Square 16
In this square, King is leading another protest for equal rights.
Sometimes the protesters carried flags or signs when they walked. The
protesters would often hold hands and sing songs to keep themselves united
and motivated to continue to walk. The protesters often walked many miles
to reach the building in their state or city where the laws are made. Students
will listen and sing some of the songs that the protesters sang to see how the
protesters stayed strong in their will to walk so far for what they believed.
Square 17
In this square the protesters are encountering a blockade of police
officers on the other side of a bridge. The protesters would like to
peacefully continue to walk to the statehouse, but the officers are blocking
their way. I chose to include this square on the quilt to teach my students
that the civil right's movement protesters often ran into law enforcement
officers that would not let them continue their marches. The protesters
would try to peacefully continue and then the officers would beat and arrest
the protesters. I think that it is important for students to learn about the
violence that had occurred with some of the marches so that history will not
repeat itself in the future.
Square 18
In this square, President Eisenhower is seen giving Martin Luther
King the pen that he used to sign the civil rights law into effect. This event
was important to include in my quilt so that students willieam how hard
work and dedication can payoff. King worked very hard to organize and
motivate his people to peacefully protest. Thankfully, by his actions, King
was able to change some of the laws in the United States for the better.
Sguare 19
In this quilt square, Martin Luther King is seen speaking to a crowd in
Chicago. King moved his family to live in the ghetto of Chicago with other
African Americans so that he could experience what it would be like to have
been born black in Chicago. King wanted to help stop the redlining that was
taking place in Chicago. Blacks were being forced to live in the poorest
areas of the city and they could not seem to get out of those areas.
Unfortunately, a lot of redlining still exists today in America. By.
presenting this information to students, hopefully they will welcome people
of different races and cultures into their neighborhoods. Maybe one day
people of all races will be able to live next to each other peacefully.
Students will hopefully not feel afraid when people who are different than
them move into their neighborhoods.
Square 20
In the last square, Martin Luther King's funeral procession is shown.
Students will learn how King was shot and killed while he was trying to help
garbage collectors protest for better pay in Tennessee. King had
experienced death threats before. His house had been bombed and he had
been stabbed once. Yet, King felt he had a mission to bring equal rights to
all. Therefore, he did not let the death threats deter him from leading the
civil rights movement.
Unfortunately, King was killed while he was still in his forties. Yet,
he will be remembered by all Americans for his amazing work at changing
some of the laws of the United States of America. Students will learn how
important it is to remember those that have contributed a lot to our society.
Lesson 1
Susana Andrews
2nd Grade
Social Studies
December 4-5, 2006
Standard: Standard I: Historical Knowledge: Students will differentiate between events
that happened long ago and recently, recognize examples of continuity and change in
local and regional communities, and consider ways that people and events of past and
present influence lives.
Indicator: 2.1.1 Listen to historical stories and compare daily life in the past and present.
Standard: Standard 2: Civics and Government: Students will explain why communities
have government and laws, demonstrate that people in the United States have both rights
and responsibilities, and identify ways that people work together to promote civic ideals.
Indicators: 2.2.1 Discuss the rights and responsibilities of citizens of the school and
community.
2.2.4 Identify real people and fictional characters who were good leaders and good
citizens, and explain the qualities that make them admirable, such as honesty and
trustworthiness.
Standard: Standard 5: Individuals, Society, and Culture: Students will explain how local
communities are made up of a variety of individuals and groups, identify cultural
traditions in their ~wn locality, and use a variety of information resources to learn about
their own community.
1. Materials: One KWL chart per student, one pencil per student, Martin's Big Word., by
Doreen Rappaport, Martin Luther King quilt, story puppets, one large rectangle of
construction paper per student, six small squares of construction paper per student,
.
crayons, markers, scissors, glue.
2. Objective: The students will apply their understanding of how Martin Luther King, Jr.
made a difference in America by creating a quilt with four events from King's life and
two ways that they can make adiflerence in their community.
3. Motivation: I will begin the lesson by having the students fill out a KWL chart on
Martin Luther King, Jr. They will write down what they already know about King and
what they want to learn about King. Then the students will share their ideas with the
class.
4. Goal for Learner: Boys and girls, today we are going to learn about Martin Luther
King. We will listen to a story about his life, view a surprise about him, talk about why
King was a good leader, and make a quilt of his life with four facts that we learned about
King and two ways that we can make a difference in our own community.
5. Contcnt and Procedures: Now, I will read Alartin's Big Words by Doreen Rappaport
to the students. I will stop throughout the book to add more details about King's life and
for the students to reflect on what has happened in King's life. After finishing the story, I
will have the students review some of the major events in King's life. Then I will unveil
my Martin Luther King quilt. I will llse the quilt and some story puppets to review the
life of Dr. Martin Luther King, Jr. The students will also work in groups throughout all
of this to reflect on King. Students will think about and discuss such issues as: How they
would feel if they were told to give up their seat on the bus? What characteristics make a
good leader? Why is King a good leader? Do they think King was right to have his
protesters be nonviolent when they were .being attacked violently by others? What are
some rights that all people have? How do we make sure that everyone has these rights?
What are some things that we can do in our community to make a difference? Would
you have gotten involved with the civil rights movement? Would you have been able to
peacefully protest? Do you think everyone liked what King said? Why do you think
some people would disagree with King? How are things different in the United States
because of Martin Luther King and the civil rights movement? Why is it important to
learn about Martin Luther King? Students will discuss these issues and more with a
small group. Then they will share their ideas with the class.
6. Practice!Application: Now students will create their own quilt. On the quilt students
must have four facts that they have learned about Martin Luther King. They must also
include at least two ways that they can make a difference in their communities.
7. Evaluation of Student Learning: I will evaluate the students over their quilts of
Martin Luther King's life and the ways that they can make a difference. I will make sure
that each student has at least four facts about Martin Luther King and two ways that they
can help their community change for the better.
8. Closure: I will review with students the major events of Martin Luther King's life. I
will ask students why it is important to learn about Martin Luther King. Students will be
reminded that they too can make a difference in their communities. Students will also be
reminded how King has helped to bring more rights to all Americans.
Lesson 2
Susana Andrews
2nd Grade
Social Studies
December 6-7, 2006
Standard: Standard 1: Historical Knowledge: Students will differentiate between events
that happened long ago and recently, recognize examples of continuity and change in
local and regional communities, and consider ways that people and events of past and
present influence lives.
Indicator: 2.1.1 Listen to historical stories and compare daily life in the past and present.
Standard: Standard Civics and Government: Students will explain why communities
have government and laws, demonstrate that people in the United States have both rights
and responsibilities, and identify ways that people work together to promote civic ideals.
Indicators: 2.2.1 Discuss the rights and responsibilities of citizens of the school and
community.
2.2.4 Identify real people and fictional characters who were good leaders and good
citizens, and explain the qualities that make them admirable, such as honesty and
trustworthiness.
Standard: Standard 5: Individuals, Society, and Culture: Students will explain how local
communities are made up of a variety of individuals and groups, identify cultural
traditions in their own locality, and use a variety of information resources to learn about
their own community.
1. Materials: One pencil per student, Scholastic Video Collection: Martin's Big Word,>,
Martin Luther King quilt, Dr. Martin Luther King, Jr.: A Historical Perspective video,
paper for students to make puppets, scissors, crayons, glue, KWL charts, one MLK event
explanation per group.
2. Objective: The students will apply their understanding of how Martin Luther King
made a difference by writing at least five facts about Martin Luther King on their KWL
charts.
3. Motivation: I will begin the lesson by having the students view the video-version of
Martin's Big Words by Doreen Rappaport to review the major events of King's life.
4. Goal for Learner: Boys and girls, today we are going to review the important events
of Martin Luther King's life and how he made a difference. We'll make some puppet
shows or skits about King's life and finish filling out our KWL charts on what we learned
about King's life.
5. Content and Procedures: First, I will show a couple clips from the Dr. Martin Luther
King. Jr.: A Historical Perspective video. The clips will be from chapter 1: A Young
King, and chapter 11: King's Legacy. The students will be able to see video of King and
hear his voice. Then the students will take a look at the Martin Luther King quilt again.
This time students will explain what the squares represent to their classmates in groups.
6. Practice/Application: Now the students will be divided into five groups. Each group
will be presented with one major event from Martin Luther King's life. They must then
come up with a skit or make puppets to act out the event. The five events will be the bus
boycott, a sit-in, a protest march, King speaking to a crowd, and King being arrested and
what he might have done in jail. The students will then present their skits or puppet
shows to the class. After each skit, students will discuss how that event was important to
society. Students will discuss how they would have felt to participate in that event.
Students will also discuss in their groups and then with the class what rights and
responsibilities that all people should possess. After the skits and some reflection on why
the skits were important, the students will then take out their KWL charts. They will
write down at least five facts about Dr. Martin Luther King, including how he helped to
change the nation.
7. Evaluation of Student Learning: I will evaluate the students over their KWL charts.
I will make sure that each student has at least five facts about Martin Luther King,
including one on how he helped to change society for the better.
8. Closure: I will review with students how Martin Luther King made a difference. I
will also have students review why it is important to learn about Martin Luther King.
Students will review how King has helped to change America and why he was a good
leader. We will also review the ways that we can make a difference in our communities.
Lesson 3
Susana Andrews
2nd Grade
Social Studies
December 8, 2006
Standard: Standard 1: Historical Knowledge: Students will differentiate between events
that happened long ago and recently, recognize examples of continuity and change in
local and regional communities, and consider ways that people and events of past and
present influence lives.
Indicator: 2.1.1 Listen to historical stories and compare daily life in the past and present.
Standard: Standard 2: Civics and Government: Students will explain why communities
have government and laws, demonstrate that people in the United States have both rights
and responsibilities, and identify ways that people work together to promote civic ideals.
Indicators: 2.2.1 Discuss the rights and responsibilities of citizens of the school and
community.
2.2.4 Identify real people and fictional characters who were good leaders and good
citizens, and explain the qualities that make them admirable, such as honesty and
trustworthiness.
Standard: Standard 5: Individuals, Society, and Culture: Students will explain how local
communities are made up of a variety of individuals and groups, identifY cultural
traditions in their own locality, and use a variety of information resources to learn about
their own community.
I. Materials: One pencil per student, one blank paper per group, Martin Luther King's I
Have a Dream speech, one Keeping the Dream Alive booklet per student.
2. Objective: The students will apply their understanding of how Martin Luther King
made a difference and how they can make a difference by correctly reflecting in their
Keeping the Dream Alive booklets.
3. Motivation: I will begin the lesson by having the students list the characteristics of a
good leader.
4. Goal for Learner: Boys and girls, today we are going to review how Martin Luther
King made a difference and decide how we can make a difference in our own
community. We are each going to create a booklet that tells how King made a difference
and how we can make a difference.
5. Content and Procedures: First, I will have the students work in groups to write a list
of how Martin Luther King was a good leader. Then, they will share the characteristics
that made Martin Luther King a good leader with the class. Next, students will work in
groups to think of ways that they can make a difference in the community. Students will
share their ideas with the class.
6. Practice/Application: Now I will read part of King's J Have a Dream speech to the
students. The students will then share some of their dreams for the future. The students
will then work individually to create a booklet called Keeping the Dream Alive. On the
first page, the students will write a dream for the future and three things that they can do
to make the dream come true. On the second page, they will draw a picture of something
that they would like to change and write how they can change it. On the third page, they
will draw a picture of a present that they think Martin Luther King would have liked. On
the fourth page, they will vvTite something that has happened in their community that
would have made Martin Luther King happy. On the fifth page, the students will list
three things children can do to make the community more peaceful. On the sixth page,
the students will draw a picture of someone who looks different than them and then write
three ways that they are alike. On the seventh page, they will write how to settle
difference on the playground without fighting. On the last page, they will write about a
time that they worked together with a classmate.
7. Evaluation of Student Learning: I will evaluate the students over their Keeping the
Dream Alive booklets. I will make sure that each student has correctly completed the
books with effort and reflection over what they have learned.
8. Closure: I will review with students how Martin Luther King made a difference. I
will also have students review why it is important to learn about Martin Luther King.
Students will be reminded of how King has helped to change America. We will also
review the ways that we can make a difference in our communities.
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Fronks, D.A. (2006). At play with applique. Lafayette, CA: C & T Publishing Inc.
Frady, M. (2002). Martin Luther King, Jr. New York: Penguin Putnam Inc.
Fry, G.M. (2002). Stitchedfrom the soul: Slave quilts from the antebellum south. Chapel
Hill, NC: The University of North Carolina Press.
Ganderton, L. (1996). Applique. New York: Potter Craft.
Gnojewski, C. (2002). Martin Luther King, Jr., Day: Honoring a man ofpeace. Berkeley
Heights, NJ: Enslow Publishers, Inc.
Hanson, D.D. (2003). The dream: Martin Luther King, Jr. and the speech that inspired a
nation. New York: Harper Collins Publishers Inc.
Hicks, K.E. (2003). Black threads: An African American quilting sourcebook. Jefferson,
NC: McFarland & Company, Inc.
King, C.S. (1993). My life with Martin Luther King, Jr. New York: Puffin Books.
King, C.S. (1991). The Martin Luther King, Jr. companion. New York: St. Martin's
Press.
King, M.L. (1963). J have a dream. New York: Harper Collins Publishers.
King, M.L. (1963). I've been to the mountaintop. New York: Harper & Row Publishers,
Inc.
King, M.L. (1963). Strength to love. Philadelphia, PA: Fortress Press.
King, M.L. (1958). Stride towardfreedom. New York: Harper & Row Publishers, Inc.
King, M.L. (1959). The measure ofa man. Philadelphia, PA: Fortress Press.
King, M.L. (1992). The papers ofMartin Luther King, Jr: Volume 1: Called to serve.
Carson, C. (Ed.) Berkeley, CA: University of California Press.
King, M.L. (1994). The papers ofMartin Luther King, Jr: Volume 2: Rediscovering
precious values. Carson, C. (Ed.) Berkeley, CA: University of California Press.
King, M.L. (1997). The papers ofMartin Luther King, Jr: Volume 3: Birth of a New
Nation. Carson, C. (Ed.) Berkeley, CA: University of California Press.
King, M.L. (2000). The papers ofMartin Luther King, Jr: Volume 4: Symbol of the
movement. Carson, C. (Ed.) Berkeley, CA: University of California Press.
King, M.L. (1967). The trumpet of conscience. New York: Harper & Row Publishers,
Inc.
King, M.L. (1963). Why we can't wait. New York: Harper & Row Publishers,
Inc.
Lincoln, C.E. (1970). Martin Luther King, Jr.: A profile. New York: Hill and Wang.
Miller J. (2004). Sit-ins and freedom rides: The power ifnonviolent resistance. New
York: The Rosen Publishing Group, Inc.
Miller J. (2004). The 1963 march on Washington: Speeches and songs for civil rights.
New York: The Rosen Publishing Group, Inc.
Moll, P.B. (1994). African American story books & activities for all children. Tampa, FL:
Hampton Mae Institute.
Rappaport, D. (2001). Martin's big words. New York: Hyperion Books for Children.
Scholastic Video Collection. (2005). Martin's big words. Weston Woods Studios, Inc.
Sterling, M.E. (1992). Thematic unit: President's day & Martin Luther King, Jr. day.
Westminister, CA: Teacher Created Materials, Inc.
Townsend, J. (2000). Artful applique. Bothell, WA: Martingale & Company.
Turck, M.C. (2000). The civil rights movement for kids: A history with 21 activities.
Chicago: Chicago Review Press.
Walsh, F. (2003). The Montgomery bus boycott. Milwaukee, WI: World Almanac
Library.
Washington, J .M. (1986). A testament of hope: The essential writings and speeches of
Martin Luther King, Jr. New York: Harper Collins Publishers.
Washington, J.M. (1992). I have a dream: Writings and speeches that changed the world.
New York: Harper Collins Publishers.
Wilkinson, R. (2006). Quick and colorful applique. Woodinville, W A: Martingale &
Company.
Xenon Pictures, Inc. (2002). Dr. Martin Luther King, Jr.: A historical perspective. Santa
Monica, CA: Xenon Pictures, Inc.
Websites to find Dr. Martin Luther King, Jr. Photos
Africentric News. (1999). The King Culture. Retrieved Dec. 12,2006, from,
http://www.kingculture.coml
Cleveland Public Library. (2006). Remembering Dr. Martin Luther King, Jr. Retrieved
Dec. 12,2006, from, http://www.cpl.orglcc-remembering-dr-martin-Iuther-king]r.asp
JoFreeman.com. (2005). Photos. Retrieved Dec. 12,2006, from,
http://www.jofreeman.comlphotos.htm
MLK Online. (2006). MLK Online Gallery. Retrieved Dec. 12,2006, from,
http://www.mlkonline.netlimages.html
Schulke, F. (2000). Martin Luther King in his own words. Time.com. Retrieved Dec. 12,
2006, from http://www.time.com/time/photoessays/mlkl
The Seattle Times Company. (2006). Martin Luther King, Jr. & the civil rights
movement. Retrieved Dec. 12, 2006, from
http://seattletimes.nwsource.com/mlk!kingiphotogal1ery.html